Assistive Technology Webquest Presentation
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Assistive Technology Webquest Presentation

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This is a PowerPoint Presentation about Assistive Technology and its use with Special Needs Students. This was completed as part of a Webquest on Assistive Technology for one of my M.Ed. classes.

This is a PowerPoint Presentation about Assistive Technology and its use with Special Needs Students. This was completed as part of a Webquest on Assistive Technology for one of my M.Ed. classes.

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Assistive Technology Webquest Presentation Assistive Technology Webquest Presentation Presentation Transcript

  • John Wiley Ellis ITEC 7530 Dr. Black Spring 2010
    • Special Needs Students—Who are they?:
    • The term, “Special Needs Students” encompasses a wide range of students who require extra assistance, help, or accommodation to have all the tools to reach their full potential
    • These accommodations can range from minor accommodations such as having more time to complete certain assignments and tests to more extensive with a paraplegic student using voice recognition software to help him write a paper, or a student with a hearing disability wearing an FM amplification system
    • How Special Needs Students are Identified:
    • Many times these students are identified early on, even before the school years by a doctor or their parents noticing some problems—this is commonly the case with Mental Retardation and Autism
    • However, it may not be until the school years have started that a teacher notices something the child is struggling with—paying attention, organization, hearing and visual problems, and even fine motor skills like writing, holding things, etc…
    • At this point the teacher can hold a conference with the parent and then if the parent agrees they can both approach the school administration about starting the process of getting the child included in Special Education services, or in a separate Special Education classroom if necessary.
    • Individualized Instruction Plan(IEP):
    • Federal law with IDEA and NCLB mandates that all special needs students who are receiving special education services must have personalized instructional plans written in an collaborative effort by the student’s teachers, parents, school administrators, counselors, psychologists, special education director, and therapists (physical, speech, hearing)depending on the situation.
    • This plan basically outlines the special services the child is receiving and how they are to implemented. Teachers are responsible for following what is written in this plan. Any adjustments to this plan must be made in an IEP meeting with the approval of the team. Whatever decisions made must have the approval of the child’s parents as well.
    • Least Restrictive Environment:
    • The Individuals with Disabilities Education Act(IDEA) and No Child Left Behind(NCLB) also provide that students with special needs are to be in the least restrictive environment as possible. This basically means that special needs students do not need to be put in environments where they are restricted, or below their level of potential.
    • For example, just because a student has a visual impairment, or a speech problem does not mean that student needs to be put in a class separate from the mainstream student body. Some students who have severe and profound mental impairments need this, but not all special needs students need this.
    • Inclusion:
    • Building upon what was stated regarding “Least Restrictive Environment” IDEA and NCLB also have provisions that call for “inclusion” which refer to students with special needs being included in general education classrooms as much as possible.
    • Over the past decade has been more of a push for “inclusion” in regard to special needs students in regular education classrooms because of the provisions in IDEA and NCLB.
    • A Teacher may never know when they will have a class with Special Needs Students, so it is important to be prepared and have at least a general knowledge of things teachers can do to accommodate for special needs students
    • Teachers who have a Special Needs student are required by law to accommodate for that child and follow the procedure outlined in the child’s IEP
    • Assistive Technology : What is it?
    • Assistive Technology(AT) is basically any type of assistive, adaptive, and rehabilitative device that a person uses to make their life, and in our case learning experiences possible and more accessible.
    • Examples:
    • Low -tech AT:
    • Handheld Magnifiers
    • Canes and Walkers
    • Mid-tech AT:
    • Alternate mice or keyboards for computer use
    • AudioBooks
    • Examples(continued):
    • High-tech AT:
    • digital Hearing Aids
    • communication devices with voices
    • Why do we need to know about AT?
    • All educators should be informed about AT and how it can be used to make learning and life accessible for any student they have with a disability or special need
    • In regard to our school we have a number of students who are currently using some form of AT, and there are several who could benefit from the use of some AT
    • AT for Students with ADHD:
    • When dealing with ADHD students there is much that can be done in regard to how the teacher accommodates for these students. The following article gives some great strategies for teaching ADHD students:
    • http://www.ldonline.org/article/Strategies_for_Teaching_Youth_with_ADD_and_ADHD
    • Examples of AT for ADHD Students:
    • Notebook or Electronic Planners
    • Assignment sheets distributed everyday that have the main idea of the lesson and specific goals students need to focus on in their learning for that day
    • AT for Students with Hearing Impairments:
    • In regard to AT for Hearing Impairments there are many Assistive Listening Devices(ALDs) out there that fall into the High-tech category
    • Example
    • Personal Frequency Modulation(FM) systems—a microphone is worn by the teacher and what the teacher says in transmitted more clearly to the individual student’s hearing aid(This is the best example I have seen)
    • AT for Students with Mild Learning Disabilities in Reading :
    • Using Highlighters to outline key parts of the text
    • Having the student fill in Graphic Organizer charts as they read to help make sense of the text and organize it conceptually
    • Special, more reader friendly textbooks
    • Audiobooks
    • Text Reading Software
    • Text Enlargement Software(Zoom Text)
    • AT for Students with Mild Learning Disabilities in Writing :
    • Specially Designed Pens and Pencils that better fit students’ hands
    • Handheld Spellcheckers/Dictionaries
    • Portable Word Processors(when writing by hand can’t be done)
    • Concept/Webbing Applications(makes brainstorming & forming ideas easier)
    • Word Prediction Software(predicts words students are typing)
    • Voice Recognition Software(for students who have virtually no function in hands)
    • Background on evaluating students and Individualized Education Plans (IEPs)
    • http://kidshealth.org/parent/positive/learning/iep.html
    • Features of IDEA
    • http://www.ldonline.org/features/idea2004
    • Wikipedia's Definition of Assistive Technology
    • http://en.wikipedia.org/wiki/Assistive_technology
    • Georgia Tools for Life
    • http://www.gatfl.org/AssistiveTechnology/tabid/873/default.aspx
    • Assistive Technology for Mild Disabilities
    • http://www.ericdigests.org/2003-1/assistive.htm
    • Teaching Strategies for Students with ADD and ADHD
    • http://www.ldonline.org/article/Strategies_for_Teaching_Youth_with_ADD_and_ADHD
    • Assistive Listening Devices
    • http://www.asha.org/public/hearing/treatment/assist_tech.htm
    • Georgia Project for Assistive Technology
    • (links on left for various types of devices)
    • http://www.gpat.org/resources.aspx?PageReq=GPATImp